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P.E

P.E at Shakespeare Infant School

Intent

Our children are aspirational and they enjoy P.E. They are enthusiastic learners because they find physical activity fun and they feel proud of their progress. As children progress through SIS, they master basic skills and apply them in a range of physical activities and sports.  They are taught that, through practise and repetition, they can become increasingly fluent in a particular movement or skill. Children know how to assess their performance and the performance of others and this means that they also know how to learn and improve. Competency is learnt over time and every child achieves their own, high standard.

 

Children at SIS have many positive role models who work in partnership to help and encourage our learners. These role models are proud of their own unique achievements and they understand the huge impact that they can have on the children who are in their care. Teachers and other skilled adults provide an environment that: inspires children to challenge themselves, it is exciting relevant and forward thinking. Parents and carers are actively encouraged and supported to compliment the school environment at home. Adults and children demonstrate and celebrate good sporting values, more specifically, they understand and manage emotions linked to competition, challenge and success. Children have the confidence to immerse themselves in to a range of new, inclusive experiences. These memorable, novel experiences build upon previously learnt skills and knowledge. The broad P.E. offering means that all children will leave SIS with a love of sport and P.E. in general and having experienced a good or better level of achievement in a wide range of physical activity. P.E. at SIS is an early step on the path to lifelong participation in sport and exercise.

 

Children know that they are part of a caring and supportive community. As an individual or as part of a team; in completion or in practice, they feel empowered to contribute, to lead, to be creative and meet new challenges. Children value their health, they understand what they feel like when during and after exercise. Children at SIS respect themselves and others and they understand that they are a valued member of their class, their school and the wider community.

Implementation

Long term P.E. planning at Shakespeare shows that our curriculum is recursive and cumulative. Teachers give children time to secure movements such as running, jumping, sending and receiving. Through professional discussion and clear communication among teachers and we are able use the same language and approach in all year groups. Teachers take time to ensure that children build upon previous learning to consolidate and acquire fluency of movement before moving promptly to the next step. Children are motivated through appropriate challenge (teachers know how to scaffold and move on by using effective planning).

 

Year R children are supported, challenged and encouraged

 

Children learn how to peer assess and self-assess from Yr. R onwards. Teachers teach children to learn by making isolated skills or elements explicit and modelling how to assess and give feedback. Teachers use questioning such as ‘How can we make this more challenging?’, ‘Why is this successful?’ or ‘How can I improve this?’ to deepen children’s understanding – children are reminded of this approach as adults refer to wall displays.

 

 

Adults understand and have access to equipment (such as different objects for sending and receiving) and approaches (outlined on planning) that enable inclusivity and differentiation. Teachers and mid-day supervisors reinforce P.E. learning through play at break times by ensuring appropriate equipment is available and leading or playing alongside the children in their class. Adults have game and activity suggestions available. These are refreshed weekly and children are encouraged to lead these activities themselves.

 

 

Children, staff members and visitors effectively communicate positive attitudes and sporting achievements with each other, always highlighting effort as well as success. Adults talk to children about their own experiences outside of school, we are proud and not boastful. Our ‘Sporting Hero’ display shows adults and children from or school community demonstrating sporting values. Able bodied ambassadors and those with disabilities are invited in to school periodically. Work is tailored around sports ambassadors to give context and meaning. We have a diverse after school sports club offering. Children receiving pupil premium are given priority and funding for after school clubs. In each scheme of work throughout KS1, children apply learnt skills in either a class, year group or interschool competition. Competition provides the experience of winning and losing in a supportive and safe environment as well as making learning memorable and giving a focus and outcome for any scheme of work. The P.E. lead, supported by all staff members, continually assess and refine the effectiveness of the sports and activities on offer that best meet our intent for pupils. Our broad offer is made up of curriculum time, play time and after school clubs. Information about local community sporting events and sports clubs is communicated effectively to parents and carers through newsletters, our school website and social media. We also have P.E. instructional videos on google classroom and on our school website.

 

 

Children are regularly given responsibility within P.E. lessons or during play time. They may, for example, be in charge of equipment, explain rules or suggest new rules, lead a team by talking tactics, lead a warm up or cool down or help a teacher with a demonstration. Adults model respect at all times by demonstrating and explicitly highlighting good sporting values. This may take the form of helping an opposition player, flagging when they have made a mistake or infringed a rule or simply celebrating effort and congratulating others.  Links are made across the school curriculum especially with regards to science and PSHE.

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